MODERATION PR2

YearSubjectModeratorsOutcomes

7Geography

7History

7Religious StudiesFAh/MMn/JMr/ AKy /MSh Paper to be restructured to make it more accessible. Tier guidance and headers to be removed from Tier 3 paper. The use of tiered papers was very effective.

Paley question will be divided into two parts as well as the Trimurti question.

The final stretch and challenge question needs to be opinion based with guidance on how to structure response.

8Geography

8History

8Religious Studies Students struggled to answer the questions; paper did not reflect the change from levels to new school measures. Paper to be written using milestones as the primary focus. Lessons reflect milestones but the paper did not making it extremely difficult to mark.

The question regarding ways of reducing prejudice needs to focus on one specific way; the choice resulted in half written answers with little or no detail.

8Social Sciences Both agreed on what a T1/2/3 submission looks like and agree that students had clear success criteria (which was shared with them) to which they had to meet and that was linked to milestones.

Students generally gave poor introductions and conclusions - students need more guidance on how to structure and write a detailed introduction, perhaps in lesson time with practice and model exemplars.

Students also need more experience on how to structure a Humanities response - too many used bullet points or blocks of writing instead of formal continuous prose. Again this can be achieved with essay workshops in lesson time.

9Geography

9History

9PsychologyAssessment on 27.02.15

9Religious StudiesAssessment on 23.02.15 /24.02.15

9Sociology

10Geography

10History

10PsychologyAssessment due on 23.02.15/24.02.15

10Religious StudiesAssessment due on 23.02.15/24.02.15

11 Geography

11History

11PsychologyFAh/MMn Students sat the 2014 paper and many found the change in the structure of the paper confusing. Re teach the experiments with a focus on students putting themselves in the shoes of the experimenters.

Many are not providing full sentences for the evaluation pints and the mark scheme is very vague regarding ecological validity. Students must qualify their point with the required detail.

Research methods continue to prove problematic with may students unable to describe experimental designs or sampling methods (including advantages and limitations). Needs to be re-taught with a focus on using the experiments already covered in the unit as examples.

11Religious StudiesFAh/MMn Students correctly identified all the key terms and there is substantial evidence that students are able to use exam technique to maximise marks particularly for Type B and Type D questions.

Student responses to Type C (factual questions) is mixed with many not providing enough detail in their answers. The media questions have proved difficult to mark because the mark scheme requires students to highlight one issue and students are highlighting many issues but with little or no detail.

Too may generic points in some of the responses regarding Christian/Islamic attitudes to divorce or abortion. Students need to refresh their understanding of two key concepts:

The lesser of two evils Sanctity of life

The question on UK laws regarding abortion was a new question, which had never appeared in previous assessments (will be retaught).